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Inqury Based Learning
Kogan, Marina, and Sandra L. Laursen. 2014. "Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics." Innovative Higher Education 39, no. 3: 183-199. ERIC, EBSCOhost (accessed October 3, 2016).
As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates' subsequent grades and course selection at two institutions. Insight is gained upon disaggregating results by course type (IBL vs. non-IBL), by gender, and by prior mathematics achievement level. In particular, the impact of IBL on previously low-achieving students' grades is sizable and persistent. The authors offer some methodological advice to guide future such studies.
Laursen, Sandra L., Marja-Liisa Hassi, Marina Kogan, and Timothy J. Weston. 2014. "Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study." Journal For Research In Mathematics Education 45, no. 4: 406-418. E
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Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. Despite variation in how IBL was implemented, student outcomes are improved in IBL courses relative to traditionally taught courses, as assessed by general measures that apply across course types. Particularly striking, the use of IBL eliminates a sizable gender gap that disfavors women students in lecture-based courses. The study suggests the real-world promise of broad uptake of student-centered teaching methods that improve learning outcomes and, ultimately, student retention in college mathematics.
Lazonder, Ard W., and Ruth Harmsen. 2016. "Meta-Analysis of Inquiry-Based Learning." Review Of Educational Research 86, no. 3: 681-718. Professional Development Collection, EBSCOhost (accessed October 3, 2016).
Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one type of learner. This meta-analysis therefore synthesized the results of 72 studies to compare the effectiveness of different types of guidance for different age categories. Results showed facilitative overall effects of guidance on learning activities (d = 0.66, 95% CI [0.44, 0.88]), performance success (d = 0.71, 95% CI [0.52, 0.90]), and learning outcomes (d = 0.50, 95% CI [0.37, 0.62]). Type of guidance moderated the effects on performance success but not on the other two outcome measures. Considerable variation was found in the effects of guidance on learning activities, but the relatively low number of studies do not allow for any definitive conclusion on possible age-related differences.
Minner, Daphne D., Abigail Jurist Levy, and Jeanne Century. "Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002." Journal of research in science teaching 47, no. 4 (2010): 474-496.
The goal of the Inquiry Synthesis Project was to synthesize findings from research conducted between 1984 and 2002 to address the research question, What is the impact of inquiry science instruction on K–12 student outcomes? The timeframe of 1984 to 2002 was selected to continue a line of synthesis work last completed in 1983 by Bredderman [Bredderman  Review of Educational Research 53: 499–518] and Shymansky, Kyle, and Alport [Shymansky et al.  Journal of Research in Science Teaching 20: 387–404], and to accommodate a practicable cut-off date given the research project timeline, which ran from 2001 to 2006. The research question for the project was addressed by developing a conceptual framework that clarifies and specifies what is meant by “inquiry-based science instruction,” and by using a mixed-methodology approach to analyze both numerical and text data describing the impact of instruction on K–12 student science conceptual learning. Various findings across 138 analyzed studies indicate a clear, positive trend favoring inquiry-based instructional practices, particularly instruction that emphasizes student active thinking and drawing conclusions from data. Teaching strategies that actively engage students in the learning process through scientific investigations are more likely to increase conceptual understanding than are strategies that rely on more passive techniques, which are often necessary in the current standardized-assessment laden educational environment.
PRINCE, MICHAEL. "Does Active Learning Work? A Review of the Research." Journal Of Engineering Education 93, no. 3 (July 2004): 223-231. Academic Search Complete, EBSCOhost (accessed October 3, 2016).
This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.
Saunders-Stewart, Katie S., Petra D. T. Gyles, and Bruce M. Shore. 2012. "Student Outcomes in Inquiry Instruction: A Literature-Derived Inventory." Journal Of Advanced Academics 23, no. 1: 5-31. ERIC, EBSCOhost (accessed October 3, 2016).
Curricular reform efforts are underway in many countries, focused on adopting inquiry-based approaches to teaching and learning. Therefore, it is increasingly important to understand what outcomes students attain in inquiry environments. Derived from a literature review, a 23-item, criterion-referenced inventory is presented for theoretically implied and empirically based outcomes or benefits for students engaging in inquiry, and includes research on overlapping pedagogical topics such as discovery learning and problem-based learning. Student outcomes include knowledge and skills, intrinsic motivation, and development of expertise, among others. Supporting research is primarily available in the areas of cognitive and affective outcomes (e.g., knowledge, skills, motivation, attitudes, and creativity). This list can be used as a starting point for research or converted into professional development tools. (Contains 1 table.)
Strobel, Johannes, and Angela Van Barneveld. "When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms." Interdisciplinary Journal of Problem-based Learning 3, no. 1 (2009): 4.
Problem-based learning (PBL) has been utilized for over 40 years in a variety of different disciplines. Although extensively researched, there is heated debate about the effectiveness of PBL. Several meta-analyses were conducted that provided a synthesis of the effects of PBL in comparison to traditional forms of instruction. This study used a qualitative meta-synthesis approach to compare and contrast the assumptions and findings of the meta-analytical research on the effectiveness of PBL. Findings indicated that PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers, while traditional approaches were more effective for short-term retention as measured by standardized board exams. Implications are discussed.
Zafra-Gómez, José Luis, Isabel Román-Martínez, and María Elena Gómez-Miranda. "Measuring the impact of inquiry-based learning on outcomes and student satisfaction." Assessment & Evaluation In Higher Education 40, no. 8 (December 2015): 1050-1069. Professi
The aim of this study is to determine the impact of inquiry-based learning (IBL) on students’ academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant relationship between academic performance and IBL, which is considered useful for better understanding of the subject. While students’ satisfaction is directly associated with class attendance and motivation and with the perceived usefulness of IBL, it is unaffected by attendance at tutorials. We conclude, therefore, that students become more involved in learning and acquire increased knowledge of the subject when an IBL-based method is followed.